Overview Students will learn what the five senses are by definition and will explore different objects that could be found in artworks such as lemons, flower petals, textured vase, bird feathers, etc. to gain a deeper understanding of what they mean. Students will view each other’s work and will discuss the everyday ways that we use our senses and the possible ways we can use them when viewing artwork. Enduring Ideas/Essential Questions How can exploring our senses help to create meaningful experiences in art? In what ways can using our senses through art connect us with ourselves and each other? National or State Learning Standards Students will: VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. VA.912.C.1.8: Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention. VA.912.C.2.1: Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective. VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. VA.912.O.2.1: Construct new meaning through shared language, ideation, expressive content, and unity in the creative process. VA.912.O.2.3: Investigate an idea in a coherent and focused manner to provide context in the visual arts. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept. VA.912.S.3.11: Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination. VA.912.S.3.4: Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art. Lesson Objectives In this lesson, students will (1) Collectively and individually discuss, examine, and interpret each of the five senses; (2) collectively examine objects to explore their use of each sense; (3) collectively discuss the different ways we use our senses in everyday life and through art viewing; (4) examine and asses objects connected with their senses. Tools and Materials For this art lesson you will need items to place on a table such as lemons, jar of pickles, flower petals, textured vase, bird feathers, etc. An electronic device to show a short video on what the five senses are. Introduction On the board in the classroom, write “Five Senses”. Begin with asking the students, “What are the five senses?” Write each one on the board. Then begin by defining each one of them and ask students to give examples of how we use our five senses in everyday life. Provide objects on a table such as lemons, jar of pickles, flower petals, textured vase, and bird feathers for students to explore. Discuss each item and ask students to investigate which of their senses they are using as they examine each object. After discussing the five senses and how we use them, have students use a pencil to draw a simple object of something that would describe one or all of the senses. Draw some ideas, for example, draw a hand holding a small object for “Touch”. Once the students are done drawing, have them share and discuss what their drawings are of and why they chose to draw what they did. Then, watch a short video on the five senses. After the video, ask students what new ideas they have learned about on how we use our five senses. Then, have the students re-work their drawings to elaborate more on new ideas. Last, have the students hang their final drawings on the wall using tape and let the students pick one that they would like to interpret by pointing out which or all of the possible five senses portrayed in the drawing. Their drawings will be the final product of lesson one and will be used as their drafts that they will later use for their final work of art in mixed media in lesson three. Procedure
Write “Five Senses” on the board in the classroom and begin a discussion by asking the students “What are the five senses?” Write each of the five senses on the board and go over their definitions so that students have a clear understanding of what each one means.
Discuss how we use our five senses in everyday life. Write their responses on the board as they share.
Have students examine objects on the table to explore their senses. (Lemons, pickles, flower petals, vase and bird feathers).
Next, ask the students to draw a simple object of something that would describe one or all of the senses. For example, “Touch” could be a drawing of a hand holding an object. Or draw a pepper for taste and smell. State that these drawings are to be done with a 2H pencil and a focus on values and shading are not recommended as they should be simple outline drawings. Fine details are not necessary for this lesson.
When they have completed step four, have the students share and discuss what their drawings are off and why they chose to draw what they did.
Watch a short video on the five senses and discuss what new ideas they may have learned after watching the video.
Have students rework their original drawings with their new ideas on interpreting the five senses using only a pencil and paper.
Hang their drawings on the wall using tape and have the students choose a drawing to discuss on what they feel the drawing is of and which or if all of the senses could be found.
Have students save their work to be used later in the unit.
Students will complete a student self-assessment sheet to be turned in. (See Handouts/Resources Tab).
Distribution and Clean-Up If students do not already have their own supplies available to them at their workstations, provide them with 2H pencils, paper and erasers. A workable fixative is optional if the students need to spray their drawings. Have students place their final drawings on a wire rack or stacked on a table to use later. Pencils, erasers and example objects should be placed back into their bags or bins. Closure Students will hang their drawings on the wall for discussion with the class. Recap with the students what they learned about the five senses and how drawing their meanings has helped them learn more about themselves. Suggest that until the next class meeting to think about how they are using their senses throughout the week and to share with the class those investigations the following class time. Have them consider what their classmates drew and their interpretations. Assessment Questions and strategies to consider when determining how successful a students is demonstration their understanding of this lesson’s objectives and enduring ideas are: How well were the student’s interpretations of what the five senses are and how they can use them in art? How well did students engage in discussion on the lesson? Were students able to successfully grasp the main idea of the lesson? Were students able to effectively portray their thought process of one or all of the five senses visually? In comparing the student’s own assessment to the completed drawing, does the student show an understanding of the lesson?
Images by: Karey Mortimer
References Learning Junction (February 20, 2017). Human sense organs-learn about five senses. Retrieved from https://www.bing.com/videos/search? q=5+senses+for+high+school&&view=detail&mid=19EA6EEAE7A5B2886D7E19EA6EEAE7A5B2886D7E&rvsmid=6CD7511A57571B7D9B8F6CD7511A57571B7D9B8F&FORM=VDRVRV Need to find: (1) Objects used to explore the senses such as lemons, jar of pickles, flower petals, textured vase and bird feathers; (2) Video describing each of the five senses Formative/Summative Assessment: During the unit, teachers will continually discuss the five senses with the students and give examples of different ways that we use them. The teacher will ask the students to discuss their own interpretations of their work and the work of their classmates in relation to the senses. The teacher will ask the student to explain what they have learned about the five senses and how they can be used in art viewing and art making. The teacher will review discussions and final art work to assess that students understand the connections.